Abstract

The American Academy of Pediatrics recommended that children under two years of age not watch TV or other
electronic screens; however, the number of videos targeted at this age group continues to increase. Marketers claim their
products will increase vocabulary and cognitive abilities; however, there is a lack of empirical studies. Research on brain
development indicates that babies learn best by having salient experiences and interacting with their caregivers (Gopnik,
Meltzoff, & Kuhl, 1999). Because of the possibility that some positive language learning can occur due to media viewing,
more research is needed in this area with a focus on very young children. There is an abundance of information available
about the positive relationship between vocabulary and home literacy routines (Foy & Mann, 2003; Senechal, LeFevre,
Thomas, & Daley, 1998; van Kleck, 2006). Research is needed comparing the increase in vocabulary that occurs as a result
of viewing baby media with that of shared book reading.
Twelve children (12-30 months) were assigned to one of three groups during this 4-week study. Each week, Group
1 watched a 10 minute segment of a DVD “edutainment” program targeted at this young age group. Group 2 parents read
books to their child for the same amount of time as the DVD group. Books were the DVD companions and covered the same
vocabulary terms as the DVD. Group 3 was considered the control group and only pre- and post-testing were completed
with no books or DVDs introduced. Differences between weekly pre- and post-tests revealed greater overall gain by the
group that was read books.

Description

Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008.

Research completed at the Department of Communication Sciences and Disorders, College of Health Professions